THE STATE EDUCATION
DEPARTMENT /
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
_____________________________________________________________________________________________________MANAGER, STRATEGIC EVALUATION DATA COLLECTION,
ANALYSIS AND REPORTING

1613 ONE COMMERCE PLAZA

ALBANY, NEW YORK12234

Tel. (518) 474-7965

Fax (518)
408-3363

E-mail:dataquest@nysed.gov

To:

Special Education Data Managers of Public Schools
Districts
Superintendents of Public School Districts

November 2005

From:

Inni
Barone

Subject:

PD-1/4
Ė Public School District Report of Number of Students with
Disabilities Provided Special Education on December 1, 2005 and Number
of Students with Disabilities Provided Special Education in Regular
School-Based Programs and in Separate Settings.

Important:Due Date is Between December 1, 2005 and January 2, 2006.

Attached is the PD-1/4 form for your use in recording child count and
placement information for all students with disabilities (ages 3-21) who
are the responsibility of your Committee on Preschool Special Education
(CPSE) or Committee on Special Education (CSE) and receive special
education programs and/or services on December 1, 2005. This form also
requests the numbers of students with disabilities who are parentally
placed in nonpublic elementary and secondary schools located in your
school district. This count will be used by school districts to
determine the minimum proportionate per-pupil amount of IDEA funds to be
used for services for parentally placed students with disabilities in
elementary and secondary nonpublic schools located in the school
district during the 2006-07 school year. Beginning in the 2006-07 school
year, the Department will request data on the numbers of parentally
placed students in elementary and secondary nonpublic schools, located
in your school district, who are referred for special education
services, the numbers of such students who are determined to be eligible
for special education services and the numbers of such students who are
provided special education services during the entire school year. These
data are required pursuant to sections 612 and 618 of Public Law
108-446.

The PD-1/4 data are to be submitted by all school districts by entering
the data through the website at
http://pd.nysed.gov or by using the File Transfer Protocol (FTP)
process. Paper copies of this report are not accepted. The web-based PD
data system provides immediate feedback on any data reporting errors and
allows school districts to make any necessary corrections. A User ID and
password to access the web-based system has been mailed to the latest
contact person identified on the PD website. If your school district has
a new contact person, or did not get this information, please contact my
office. Please note: if your school district has the capability of
submitting PD-1/4 data through the FTP process, the User Name and
password for that process are different from the User ID and password
that has been assigned to the contact person to submit PD data through
the PD website. If your school district needs a User Name and password
to submit data through the FTP process, please contact this office. The
due date for this report is between December 1, 2005 and January 2,
2006. Only the Certification and Assurance Form (page 1 of the PD-1/4
form), with an original ink signature, must be submitted through regular
mail. Paper copies of this report will not be accepted. Your
timely and accurate completion of this report is required in order to
ensure full compliance with federal reporting requirements.

The data entered on the PD-1/4 form will provide the December 1, 2005
count of students with disabilities and will indicate the extent to
which students with disabilities are removed from regular education and
are placed in separate educational settings outside of regular school
facilities. This report requests data regarding the settings in which
students receive regular and special education services and will not
affect your State aid allocations in any way. (In contrast, the SA-100
form collects data for State aid purposes regarding the cumulative
extent to which students receive special education programs and/or
services.)

Data from the PD-1/4 form, child count data from Charter Schools on the
PD-1C/4C form, program expansion information from Charter Schools, and
information provided on the SEDCAR-1 forms, which will be sent to school
districts by approved special education programs (ASEP), will establish
the number of school-age and preschool-age students with disabilities to
be included in local level calculations to determine the school
districtís 2006-2007 federal fund allocation under IDEA sections 611 and
619. These data will also be useful in determining:

The amount of Charter Schoolsí federal fund allocations;

The amount of sub-allocations for ASEPs. ASEPs are all SED
approved preschool and private school-age programs for students with
disabilities, including State-supported (Section 4201) Schools; and

The proportionate amount of federal funds available to serve
parentally placed students with disabilities in nonpublic elementary
and secondary schools located in the school district.

To be counted in this report, each student with a disability, must
meet the following criteria as of December 1, 2005:

The student must be the responsibility of your school districtís
CSE or CPSE. A student with a disability who relocates from your
school district and becomes the responsibility of another school
districtís CSE or CPSE before December 1, 2005, may not be included in
the count for your school district. A student who relocates from
another school district and becomes the responsibility of your school
districtís CSE or CPSE after December 1, 2005 may not be included in
the count for your school district.

OR

The student is parentally placed in a nonpublic school located in
this school district and has been determined to be a student with a
disability by the CSE of the studentís school district of residence.

AND

The student must have an individualized education program (IEP)
and be receiving special education programs and/or related services
that meet State standards as of December 1, 2005.

Federal law and regulations require that State and local education
agencies ensure an unduplicated count of students with disabilities.
Before submitting the PD-1/4 report, please complete local verification
procedures to ensure that each student is counted only once. Such
verification procedures may include visual scans, computer scans or
other methods; and are especially important for school districts having
several school buildings and for students receiving multiple special
education programs and/or services.

The State Education Department will confirm the accuracy of information
included in this report as part of the program review process, or as is
otherwise indicated. To facilitate such review of your school district,
please maintain a list (hard copy or other readily retrievable format)
of all students included in this report until June 30, 2013. Upon
completing local verification procedures, if it is determined that one
or more counts are incorrect, a revised report (i.e., PD-1/4 form) must
be submitted to SED.

Compared to the PD-1/4 report for December 1, 2004, the December 1,
2005, PD-1/4 report is revised in the following ways:

Section A, Table 2 is new and requests the numbers of preschool
children reported in Section A, Table 1 who receive preschool special
education and related services from approved preschool special
education programs operated by Suffolk or Westchester counties. These
data will be used by the State to determine a minimum per-pupil amount
of IDEA sub-allocation, which must be made available by school
districts to approved special education programs.

Last yearís Section A, Table 4 has been removed. It collected the
count of preschool students with disabilities, ages 2 to 4, served in
school district-operated approved preschool special education program.
This is no longer a required reporting element.

Section B, Table 1 has been revised to collect the counts of
school-age students with disabilities who are parentally placed in
nonpublic elementary and secondary schools located in the school
district and those located outside of the school district and who are
provided publicly funded special education services.

Section B, Table 2, Line 2 has been removed. It collected the
number of students with disabilities who were home-schooled at the
parentís choice. These data are collected through the Basic
Educational Data System (BEDS).

Section B, Table 3 has been removed. It collected the number of
students with disabilities who attended ďhome-schoolĒ buildings. This
is no longer a required reporting element.

Section B, Table 4 has been removed. It collected the number of
students with disabilities provided testing accommodations. These data
are collected through the individual student record system and through
the System to Track Educational Performance (STEP) reporting system

Section B, Table 5 has been removed. It collected the number of
school-age students with disabilities who are also Limited English
Proficient. These data are collected through the individual student
record system and through the STEP reporting system.

Section B, Table 6 has been removed. It collected the number of
students who are eligible for services and accommodations under
Section 504. These data are collected through the individual student
record system and through the STEP reporting system.

Section B, Table 7 has been removed. It collected the number of
students with disabilities by age and grade. These data are collected
through the individual student record system and through the STEP
reporting system.

During 2005-2006, Strategic Evaluation Data Collection Analysis and
Reporting (SEDCAR) Unit personnel may be available to conduct a limited
number of regional training programs regarding the various special
education data forms (i.e., the PD forms). If you feel that such
training would be useful to the data managers in your area, please
contact your local Special Education Training and Resource Center (SETRC).
The data collected through the PD forms are used in the following
reports and activities:

State Performance Plan and Annual Performance Report for Special
Education

Public reporting of LEA results against State targets established in
the State Performance Report.

Calculation of minimum amount of per-pupil IDEA funds to be
sub-allocated or spent on services.

Pocketbook of Goals and Results for Individuals with Disabilities

Chapter 655 Report to the Governor and the Legislature on the Status
of the Stateís Schools

If you have any questions or are in need of assistance in completing
this report, please contact the SEDCAR Unit by using the contact
information provided in the letterhead. Thank you.

Attachment

The
University of the State of New York

THE STATE EDUCATION DEPARTMENT

Office of Vocational and Educational Services for Individuals with
Disabilities (VESID)

Strategic Evaluation Data Collection, Analysis and Reporting (SEDCAR)

One Commerce Plaza Ė Room 1613
Albany, NY 12234

PD-1/4 Ė Public School District Report of:

Number of Students
with Disabilities Provided Special Education on December 1, 2005 and
Number of Students with Disabilities Provided Special Education in
Regular School-Based
Programs and in Separate Settings

Instructions:

Please submit these data electronically at
http://pd.nysed.gov between December 1, 2005 and January 2, 2006.

Sign, in original ink, the Certification and Assurances at the bottom of this page and return just this page to the above
address.

Retain one copy (and supporting documentation) in your school district for reference and audit purposes. The required retention period ends June 30,
2013.

Carefully read the Instructions and Definitions on the following
pages.

If you have any questions about this report, please call (518) 474-7965, or e-mail your questions to
dataquest@nysed.gov

*All correspondence from SEDCAR
will be directed to the contact person identified in the PD web based
data entry system at http://pd.nysed.gov.
Please keep the contact person information current, including the e-mail
address as most communication will occur via e-mail.

Certification and Assurances

I have reviewed the PD-1/4 data that has been submitted
electronically to the State Education Department. I will also review any
modifications that may be made to these data and the final verification report
that will be issued to the school district by the State Education Department.
These data provide the number of students with disabilities provided special
education programs and/or services on December 1, 2005 and number of students
with disabilities provided special education in regular school-based programs
and in separate settings. I certify that this is a complete and accurate count
of students with disabilities served on December 1, 2005. I further certify that
the students reported were the responsibility of this school districtís CSE or
CPSE or were parentally placed in nonpublic schools located in this school
district, had a current Individualized Education Program, and received special
education programs and/or services that met State standards.

I assure that IDEA funds will be sub-allocated, in a manner consistent with
State and federal laws and regulations, to Charter Schools in which resident
students with disabilities are enrolled and provided special education services
directly or indirectly by Charter Schools and to approved special education
programs. I also assure that students with disabilities who are parentally
placed in nonpublic schools located in this school district will be provided a
proportionate share of special education services supported with IDEA funds.

__________________________
Original Ink Signature

___________________
Date Signed

Superintendent Must Sign and Date on
or after December 1, 2005

__________________________________
Name of Superintendent(Please Type or Print)

Report information for all
students with disabilities (ages 3 to 21) who are the responsibility
of this districtís CPSE or CSE and receive special education
programs and/or services on December 1, 2005. This includes:

Resident students with disabilities
in district operated educational programs;

Resident students with disabilities
in the New York State School for the Blind in Batavia and in the New
York State School for the Deaf in Rome;

Resident students with disabilities
in Charter Schools;

Students with disabilities who were
residents of the school district at the time they were placed by the
courts or State agencies in out-of-State approved residential
schools;

Resident students with disabilities
in BOCES programs;

Resident students with disabilities
who are placed by the school district in Special Act School
Districts;

Resident students with disabilities
who are placed by the school district in approved private schools
for students with disabilities;

Resident students with disabilities
who are placed out-of-State as Emergency Interim Placements;

Resident students with disabilities
who are parentally placed in nonpublic elementary and secondary
schools located in the school district and in nonpublic elementary
and secondary schools located in other school districts.

In Section B, Table 1, Line 3, school
districts must report the number of students with disabilities who
are residents of other school districts but are parentally placed in
nonpublic elementary and secondary schools located in the school
district and provided special education programs and/or services.

Students with
disabilitiesí race/ethnicity must be reported consistently on all PD
forms and other Department data collection instruments. Each student
must be reported in a single category. We recommend the parents be
provided an opportunity to designate their children as belonging to
one of the five race/ethnicity categories as described below. If
they are unable to choose among the categories, school district
personnel must use their best judgment and report the student in the
category based on the group to which the student appears to belong,
identifies with, or is regarded in the community as belonging.
Please use the following definitions to assist you in determining
the most appropriate category for reporting students:American Indian/Alaskan Native: A person having origins in
any of the original peoples of North and South America (including
Central America) and who maintains tribal affiliation or community
attachment.Asian or Pacific Islander: A person having origins in any of
the original peoples of the Far East, Southeast Asia, the Indian
subcontinent, or the Pacific Islands, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, and Vietnam. The Pacific Islands
include Hawaii, Guam, and Samoa.Black or African American (not Hispanic): A person having
origins in any of the Black racial groups of Africa.
Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South
or Central American, or other Spanish culture or origin, regardless
of race.White (not Hispanic): A person having origins in any of the
original peoples of Europe, the Middle East, or North Africa.

Wherever students are to be reported by age, please report age as of December 1, 2005.

If specific instructions for some tables are not provided below, they are included above each table of the PD-1/4 form.

Directions
for Section A

This section contains six Tables.
Tables 1 and 4 request placement information by age and by
race/ethnicity category for all preschool students with disabilities,
ages 3 to 4, who are the responsibility of the school districtís CPSE.
These students must be receiving preschool special education programs
and/or services, pursuant to Sections 4201 or 4410 of the Education Law,
on December 1, 2005. The total number of preschool students, ages 3-4,
reported in each of these two tables must be identical. Table 2
requests the counts of preschool students with disabilities who are
provided preschool special education services by approved programs
operated by Suffolk and Westchester counties. These data will be used by
the Department to calculate the minimum per-pupil federal
sub-allocation, which school districts must provide to the approved
special education programs. Table 3 is to report the count of
preschool students with disabilities, age 2, who are receiving preschool
special education services, pursuant to Sections 4201 or 4410 of the
Education Law, on December 1, 2005. Table 5 is to report, by
race/ethnicity, the total number of preschool students with disabilities
who are residents of the school district, who are enrolled in regular
parochial or other private schools at parents or guardians expense, but
who are provided special education programs and/or services at public
expense. Students reported in Table 5 are also reported in Tables 1 and
4. Table 6 is to report the number of preschool students with
disabilities who are reported in Tables 1 and 4, and who are also
limited English proficient (or English language learners).

Unduplicated total who received all
of their special education and related services in programs
designed primarily for children without disabilities. This may
include, but is not limited to:

private preschools,

Head Start Centers,

child care facilities,

regular preschool classrooms open to an eligible pre-kindergarten population by the public school system,

home/early childhood combinations,

home/Head Start combinations,

special class in an integrated setting, and

other combinations of early childhood settings.

Line
2 -

Early Childhood Special Education Setting
Unduplicated total who received all of their special education and related services in State Education Department approved programs designed primarily
for children with disabilities housed in regular school buildings or other community based settings. This may include, but is not limited to:

special education classrooms in regular public school buildings,

special education programs/services in child care facilities or other community based settings,

special education
classrooms in trailers or portables outside regular school
buildings,

special education
programs/services in neutral sites (e.g., libraries), and

special education
programs/services provided in the therapist's office.

Line
3 -

HomeUnduplicated total who received special education itinerant teacher services and/or related services in the principle residence of the childís family or caregiver.

Line
4 -

Itinerant Services Outside the Home, in a HospitalUnduplicated total who received all of their special education and related services at a hospital for a short period of time,
up to 3 hours per week on an outpatient basis. (This category does not include children receiving services at home.) These services may be provided individually or to a small group of children.

Please note that preschool students who received special education or related services at a hospital for
more than 3 hours per week on an outpatient basis, should be reported in Line 5, Part-Time Early Childhood/Part-Time Early Childhood Special Education Setting, if a portion of services are provided at home or in a regular education program; or in Line 2, Early Childhood Special Education Setting, if all the special education is provided in the hospital setting.

Preschool students receiving special education or related services at a hospital on an
inpatient basis, should be reported in Line 6, Residential Facility.

Line
5 -

Part-Time Early Childhood Setting/Part-Time Early Childhood Special Education Setting
Unduplicated total who received general and/or special education services in multiple settings, such that: 1) a portion of their general education, special education and related services are provided at home or in programs designed primarily for children
without disabilities, and 2) the remainder of their special education and related services are provided in programs designed primarily for children
with disabilities. This may include, but is not limited to:

home/early childhood special education combinations,

Head Start, child care, nursery school facilities, or other community based settings, with special education provided outside of the regular class,

regular pre-kindergarten classes with special education provided outside of the regular class,

separate school/early childhood combinations, and

residential facility/early childhood combinations.

Line
6 -

Residential Facility
Unduplicated total who received all of their special education and related services in publicly or privately operated residential schools, or residential medical facilities on an in-patient basis.

Line
7 -

Separate School
Unduplicated total who received all of their special education and related services in educational programs in separate public or private day school
buildings specifically for children with disabilities.

Directions and Definitions for Section B, Table 1

Section B, Table 1, requests the count of all
school-age students for whom the district has CSE responsibility to
provide special education services, and is providing such services on
December 1, 2005. To comply with requirements of IDEA section
612(a)(10), this Table is also used to collect the numbers of students
with disabilities who are parentally placed in nonpublic elementary and
secondary schools, located in the school district, and provided publicly
funded special education services. Additional directions to assist
school districts to accurately complete this Table are provided above
the Table. The school districts of residence maintain CSE responsibility
for students except in the following circumstances:

If students are placed by another agency
(e.g., courts, social services, Office of Children and Family Services,
etc.), in Child Care Institutions (CCI) located within New York State,
the residential schools connected with the CCIs assume the CSE
responsibility for such students and provide services pursuant to
Article 81 of the Education Law. Therefore, such students are not to be
reported by school districts in this report;

Students who reside in State agency
facilities of the Office of Children and Family Services, Office of
Mental Health, Office of Mental Retardation and Developmental
Disabilities or the Department of Correctional Services and attend State
agency educational programs or other educational programs are the
responsibility of the State agencies under section 112 of the Education
Law and are not to be reported in this report;

School districts that receive students
through contract with less than K-12 school districts pursuant to
sections 2040-2045 of the Education Law assume CSE responsibility. For
example, once students leave a K-8 school district and attend a school
district with grades 9-12, the district with grades 9-12 assumes CSE
responsibility for such students (CR section 200.2(f)). The K-8 district
is not to report students in grades 9-12;

Students who reside in group homes,
foster homes, community residences and other programs but attend public
schools pursuant to section 3202.4 of the Education Law are the CSE
responsibility of school districts in which such facilities are located;
and

Students who are incarcerated in county
correctional facilities are the CSE responsibility of the school
district in which the correctional facility is located (section 3202.7
of the Education Law).

Directions and Definitions for Section C, Reports 1-14

Section C,
Reports 1-14: There are two tables for each disability category-
Table 1 and Table 2. These tables request placement information for all
school-aged students with disabilities, ages 4-21, who are the
responsibility of your CSE and are provided school-age special education
programs and/or services on December 1, 2005.

Table 1: Report the number of
students with disabilities who are educated in regular school buildings
and removed from regular classes for "Less than 20%", "21% to 60%", or
"More than 60%" of the school day or school week. "Regular school
buildings" are buildings for both disabled and nondisabled school-age
students. "Regular classes" are classes for both disabled and
nondisabled school-age students. Time outside of regular classroom is a
measure of the extent of removal from the regular classroom setting, NOT
of the total amount of special education services provided. It is the
percent of each school day or week that a student receives special
education including related services, apart from nondisabled students
while within a regular school building. For purposes of these data
collection, students in the following settings should be reported in
Table 1 (regular school buildings):

Students who are home-schooled at their
parent or guardian's choice.

Students who are receiving transitional
support services.

Students who attend regular school
buildings for at least 50 percent of the school day or school week, even
though they may attend programs in separate settings, which include only
students with disabilities for the rest of the day or week.

All public school buildings, which are
attended by both disabled and nondisabled school-age students.

All BOCES buildings that are attended by
both disabled and nondisabled school-age students.

All nonpublic schools which both disabled
and nondisabled school-age students attend. These are schools in which
parents/guardians pay tuition for the basic program, and public school
districts at public expense provide special education programs and/or
services.

All Special Act School Districts which
both disabled and nondisabled school-age students attend.

All approved private schools that are
attended by both disabled and nondisabled school-age students.

All State agency programs which both
disabled and nondisabled school-age students attend.

All Alternative High School programs
which both disabled and nondisabled students attend.

All age appropriate community-based
settings that include individuals with and without disabilities, such as
vocational sites, in which students with disabilities interact with
nondisabled individuals other than nondisabled individuals who are
providing services to the students.

In order to determine the percentage of
time students receive services outside regular classrooms (i.e., in
rooms/groupings attended by students with disabilities only), it is
important to consider where the service is provided rather than the type
of service that is provided. To calculate the percentage of time outside
the regular classroom, divide the number of hours the student receives
special education and related services outside the regular classroom
each day or week by the total number of hours in the school day or
school week. Use the length of the entire school day, including all
periods and lunch. The following examples are provided for purpose of
clarification:

A student who
attends a resource room for one period each day in which special
education services are provided to a group of students with disabilities
would be counted in Table 1, Line 1 since one period outside of regular
classroom would constitute 20 percent or less of the school day.

A student who is
assigned a full-time, one-to-one teacher aide, but who attends regular
classrooms for 80 percent or more of the school day should be included
in Line 1 of Table 1.

A student who
receives special education services for two hours per day outside of
regular classrooms would be reported on Table 1, Line 2. If the services
are provided in the regular classroom, the student should be reported in
Table 1, Line 1.

A student whose
first period begins at 8:30 a.m. and last period ends at 2:30 p.m. would
have a six-hour day or 30-hour week. If the student attends a special
class for four 45-minute periods daily and participates in the general
education environment for the remainder of the day, that studentís ďtime
outside regular classroomĒ would be 15.0 hours per week or 50 percent of
the week. Such a student would be reported in Table 1, Line 2.

The special
education services provided by a public school district to a student who
attends a nonpublic school should be deemed outside regular classrooms
if special education services are provided at a neutral site or in a
public school outside of regular classrooms. These students should be
reported in the appropriate line of Table 1.

Special education
services provided outside the normal school day (e.g., before school or
after school) should not be considered time outside the regular
classroom, regardless of the type of services or where they are
provided. Such students should be counted in Table 1, Line 1.

Students with
disabilities who receive special education programs or services in
regular classes that include non-disabled students should be reported in
Table 1. This includes regular classrooms in which consultant teachers
provide special education programs and services or regular classes in
which special class programs are located.

A student with a
disability who is home-schooled at his/her parentís choice, and who
receives one hour of special education service per day at the studentís
home, should be counted in Table 1, Line 1.

Table 2: Report the number of
students with disabilities for whom the school district has CSE
responsibility and who are educated in separate educational settings.
These are settings which are attended by students with disabilities
only. The definition of each separate educational setting follows:

Special Public Day Schools- Include public day schools that are
attended by students with disabilities only. These schools include
public school district or BOCES buildings, which are attended by
students with disabilities only. These schools also include Special Act
School Districts if they are attended on a day school basis, and if they
include students with disabilities only. Students with disabilities
attending the two State-operated schools, on a day basis, would also be
reported in this category. Special Private Day Schools- Include approved private schools for
students with disabilities, and State-supported schools (Section 4201
schools), which are attended, by students with disabilities only, on a
day basis. Public Residential Facility- Include public residential
facilities in which students with disabilities are placed by the school
district and attend an education program affiliated with the facility
in buildings that serve only students with disabilities. Public
residential facilities include the two State-operated schools, and the
Special Act School Districts. Students with disabilities, who are in
residential facilities but are provided special education services in
buildings that include nondisabled students, should be reported in Table
1.Private Residential Facility- Include private residential
facilities in which students with disabilities are placed by the school
district and attend an education program affiliated with the facility
in buildings that serve only students with disabilities. Also,
include students with disabilities who are placed in private residential
facilities by the courts or State agencies, but for whom the district
has CSE responsibility (e.g., students with disabilities who were
residents of the district at the time they were placed by the courts or
State agencies in private out-of-State residential facilities). Private
residential facilities include State-supported schools (Section 4201
Schools) with a residential component and approved private schools
(in-State and out-of-State). Students with disabilities, who are in
residential facilities but are provided special education services in
buildings that include nondisabled students, should be reported in Table
1.Home- Use this setting if the school district Committee on
Special Education has determined the home as the studentís placement on
December 1. Students who are home-schooled by parentís choice should not
be reported in this category, but rather in Table 1. Hospital or Other Non-School- These are settings in which
students with disabilities are provided special education services based
on their unique needs.

Table
1:Educational Placements of Preschool Students with Disabilities
(Ages 3-4*)

Enter the total number of
preschool students with disabilities for whom this school district has
CPSE responsibility to ensure the provision of special education
programs or services. Report preschool students who were 3 to 4 years of
age and who received preschool special education programs or services on
December 1, 2005. In Column D, report the number of students who were
provided related services only. Students reported in Column D are a
subset of Column C. Column D cannot be greater than Column C. Only count
students who were served pursuant to Sections 4410 or 4201 of the
Education Law. Please determine age as of December 1, 2005. Counts
reported in Tables 1, 2 and 4 of this section and information contained on
the SEDCAR-1 forms which school districts will receive from approved
preschool special education programs, will assist you in determining the
amount of federal IDEA funds, under Sections 611 and 619, which must be sub-allocated to other programs, and the amount to be retained by your
school district, for preschool students with disabilities, ages 3-4.
Important information for completing this section is included in the
Directions and Definitions for Section A, beginning on page 2.

Of the preschool students reported
in Table 1, Line 8, enter the number of preschool students with disabilities, by
age as of December 1, 2005, provided preschool special education programs and/or
services in the two approved preschool special education programs listed below.
The information entered in this table is a subset of data provided in Table 1
above (All students reported in this Table must also be reported in Table 1
above.) The information provided below will be used by the State to
calculate the minimum per-pupil amount of federal IDEA funds to be sub-allocated
by school districts to approved special education programs in the 2006-07 school
year. The methodology for calculating the per-pupil amount of federal funds for
sub-allocation to approved special education programs was revised for the
2006-07 and subsequent school years and is described in Chapter 437 of the Laws
of 2005.

Provide
the count of preschool students with disabilities, who were 2 years old
on December 1, 2005, and were receiving preschool special education
programs or services on December 1, 2005.Report students who were the responsibility of your school
districtís CPSE, and who were provided services pursuant to Sections
4410 or 4201 of the Education Law.

*Students who are 2 years old on December
1, 2005 (who will turn 3 years of age by December 31, 2005) and are
receiving preschool special education services, pursuant to Section 4410
of the Education Law, should be included in this column.

Table
4:Educational
Placements of Preschool Students with Disabilities
(Ages 3-4), According to Race/Ethnicity Category

In the Table below, report
race/ethnicity data for all preschool students reported in Column C of Table 1.
The Total (Column C) for each line in Table 1 must match the Total (Column F)
for each Line in this Table.

For all preschool students reported in Table 1, enter the number which appear to
belong, identify with, or are regarded in the community as belonging to each
race/ethnic group. (Each student should be counted once.) See definition of each
race/ethnic group on page 2, under Instructions and Definitions for Completing
the PD-1/4 report.

Table
5:Race/Ethnicity
of Preschool Students with Disabilities Enrolled by Their Parents or Guardians
in Regular Parochial or Other Private Schools.

In the Table below, report
the number of preschool students with disabilities (who are also
reported in Tables 1 and 4) whose basic education is paid through
private resources and who receive special education programs and/or
services at public expense.

Table
6:Preschool-age
Students with Disabilities who are also Students with Limited English
Proficiency

Of the preschool-age students with
disabilities reported in Section A-Tables 1 and 3 (i.e., all preschool-age
students with disabilities for whom the school district has CPSE
responsibility), report the subset of such students having limited English
proficiency (LEP) in Line 1. Such students should be reported based on LEP
designation, regardless of the extent or type(s) of LEP services provided.
Preschool students with disabilities are considered to be limited in English
proficiency if the primary language spoken at home is other than English
(excluding manual methods of communication). December 1, 2005 should be used in
determining student age.

Students determined to have a disability pursuant to Section 504 only, and do
not have an IEP developed by a Committee on Preschool Special Education, should
not be reported in this section, regardless of LEP status.

Table
1:
Provision of Special Education Services to School-age Students with Disabilities

Provide an unduplicated
count of all school-age students with disabilities who are the
responsibility of this school districtís CSE or are parentally placed in
nonpublic elementary and secondary schools located in this school
district and receiving special education programs and/or services on
December 1, 2005.

School districts will use
the counts reported in Lines 1-7 in this section, child count data from
Charter Schools on the PD-1C/4C forms, any enrollment expansion
information from Charter Schools, and information in the SEDCAR-1 forms
from approved special education programs to determine the per-pupil
amount of 2006-07, federal IDEA funds under sections 611 and 619 to be
sub-allocated to approved special education programs, charter schools,
and the per-pupil amount to be available to serve students who are
parentally placed in nonpublic elementary and secondary schools located
in the school district and the amount to be retained by school districts
for school-age students with disabilities.

In addition to the
description provided for each Line below, the following are additional
clarifications:

Do not include in this
report students who are receiving declassification support services on
December 1, 2005.

Include in Line 1, all
students with disabilities for whom the school district has CSE
responsibility and provides special education services directly or
through contracting with other service providers. Examples include:
students with disabilities in drug or alcohol rehabilitation
facilities regardless of where such facilities are located; students
with disabilities who are in county correctional facilities, located
in the school district; students with disabilities who are
hospitalized, regardless of where the hospital is located; and
students with disabilities who are "home-schooled" if some special
education service is provided by the school district.

Include in Line 2,
students with disabilities who are residents of the school district
and parentally placed in nonpublic elementary and secondary schools
located in this school district and who are provided publicly funded
special education programs and/or services (i.e., consultant teacher
services related services, etc.)

Include in Line 3,
students with disabilities who are not residents of the school
district but are parentally placed in nonpublic schools located in
this district and who are provided publicly funded special education
programs and/or services as of December 1, 2005.

Include in Line 1,
students with disabilities for whom transitional support services are
provided on December 1, 2005.

Include in Line 7,
students with disabilities who resided in this school district at the
time they were placed in out-of-State residential schools by the
courts or State agencies.

Please see additional
directions and definitions for Section B, Table 1 on page 4 of 24 for
information regarding CSE responsibility and school districtís
responsibilities related to students who are parentally placed in
nonpublic elementary and secondary schools located in the school
district. If you have specific questions regarding school districtís
responsibilities please contact your regional associate.

Line
No.

Report Each Student
Only Once

Ages 4-5

Ages 6-21

1

Count
of school-age students provided special education services in
district-operated programs.(See
above directions for additional guidance on who to include.)

2

Count of school-age students
who are residents of this school district and are parentally placed in
nonpublic schools located in this school district and who are provided
publicly funded special education services as of December 1, 2005.

3

Count of students with
disabilities who are residents of other school districts and parentally
placed in nonpublic schools located in this school district and who
are provided publicly funded special education services as of December 1,
2005.

4

Count of school-age students
placed by the CSE in other public school district programs and provided
special education programs and/or services. (Do not include in this line
students placed in a Special Act School District).

5

Count of school-age students
provided special education services full-time in programs operated by a
Board of Cooperative Educational Services (BOCES).

6

Count of school-age students
provided special education services while enrolled in a Charter School.

7

Count of school-age students
provided special education services in approved private schools for
students with disabilities, and State-supported schools listed in Section
4201 of the Education Law. Include students with disabilities who were
resident to this district at the time they were placed in out-of-State
residential schools by courts or other State agencies. Also include in
this line, all other out-of-State placements.

8

Subtotal (Sum of Lines
1-7): This number and information received by school districts on the
SEDCAR-1 forms and information from Charter Schools will assist school
districts to determine a per pupil amount of 2006-2007IDEA funds to be
sub-allocated to approved special education programs, Charter Schools and
proportionate amount of IDEA funds that will be available for students
with disabilities who are parentally placed in nonpublic elementary and
secondary schools located in this school district.

9

Count of school-age students,
provided special education services by contracting with Special Act School
Districts, or in the New York State School for the Blind in Batavia or the
New York State School for the Deaf in Rome.

10

Numbers of students with
disabilities who are residents of this school district and are
parentally placed in nonpublic schools located in other school districts
and who are provided publicly funded special education services as of
December 1, 2005.

11

Sum of Lines 1, 2, 4, 5, 6,
7, 9 and 10): This number represents the total number of school-age
students who are the responsibility of this school districtís CSE and are
provided special education programs and/or services on December 1, 2005.
(The number entered for this line must match the number entered in Section
C, Report 14 of this form.)

Enter by race/ethnicity the total number of
school-age students with disabilities who are reported in Section
B- Table 1, Lines 2 and 10. These students are residents of the school
district and are enrolled by their parents or guardians in a
nonpublic elementary or secondary school and whose basic education
is paid through private resources and who receive special education
programs and/or services at public expense through a public school
district. The total number of students reported below must be equal to
the total number of students reported in Section B, Table 1, Lines 2 and
10 combined.

Table
2:In Separate Settings Outside of regular school facilities, in
buildings which are attended by students with disabilities only.In Line 5, include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
2:Report of Students with
Emotional Disturbance Placed as of December 1, 2005

Table
2:
In Separate Settings
Outside of regular school facilities, in buildings which are attended by
students with disabilities only.In Line 5, include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
3:Report of Students with Learning
Disabilities
Placed as of December 1, 2005

Table
2: In Separate Settings
Outside of regular school facilities, in buildings which are attended by
students with disabilities only.In
Line 5, include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
4:Report of Students with
Mental Retardation Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
5:Report of Students with
Deafness Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
6:Report of Students with
Hearing Impairments Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
7:Report of Students with
Speech or Language Impairments Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
8:Report of Students with
Visual Impairments (including Blindness) Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
9:Report of Students with
Orthopedic Impairments Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
10:Report of Students with
Other Health Impairments Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
11:Report of Students with
Multiple Disabilities Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
12:Report of Students with
Deaf-Blindness Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
13:Report of Students with
Traumatic Brain Injury Placed as of December 1, 2005

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Report
14: Summary Report of All Students with
Disabilities Placed as of December 1, 2005

The
two sections below aggregate the data reported in Reports 1 to 13 to facilitate
State and local data verification procedures.Completing these two tables will facilitate the reporting of
race/ethnicity data in Reports 15 and 16.

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Line
Number

Type
of Setting

A

B

C

D

E

F

Age Group

4 - 5

6 -11

12 - 13

14 - 17

18 - 21

Total

01

Special Public Day School

02

Special Private Day School

03

Public Residential Facility

04

Private Residential Facility

05

Home

06

Hospital or Other Non-school

07

Total

Notes for Reviewing Data Reported in
Report 14 Above:

The Report 14 total in Table 1, Line
4, Column F, plus the total in Table 2, Line 7, Column F must equal the total in
Section B, Table 1, Line 11 (sum of Ages 4-5 and 6-21) of this PD-1/4 form.

The total in each cell of Tables 1
and 2 of Report 14 should be the cumulative total of the corresponding cells
from Reports 1-13.

The totals on each line of Column F
in Tables 1 and 2 above should be identical to the totals in Column F of each
line in Tables 1 and 2 of Report 15.

The total for Table 1 plus Table 2
above should equal the total reported in Line 14 of Column F of Report 16.

Report
15:Report of All Students with Disabilities as of December 1, 2005,
According to Race/Ethnicity Category and Type of Placement

For
all students reported in Table 1 and Table 2 of Report 14, enter the number
which appear to belong, identify with, or are regarded in the community as
belonging to each race/ethnic group.(Each student should be counted once.)The Total (Column F) for each Line in this Report must match the Total
(Column F) for each Line in Report 14.

Table
2:
In Separate Settings Outside of
regular school facilities, in buildings which are attended by students with
disabilities only.In Line 5,
include students who are placed on home instruction by the CSE.Students who are home-schooled by parent choice should be reported in
Table 1.

Report 17: Report
of Students with Disabilities Who are 14 to 21 Years of Age as of December 1,
2005 According to Race/Ethnicity Category.(These
students are also reported in Reports 15 and 16 of this report.)

In
the table below, report race/ethnicity data for students with disabilities (ages
14-21) for whom the school district has CSE Responsibility.The total number of students reported in Column F of this report must be
the same as the total number of students reported in Report 14, Tables 1 and 2,
Columns D plus E.

Report 18: Report
of School-Age Students with Disabilities In Specific Types of Schools, as of
December 1, 2005, by Race/Ethnicity.(These
students are also reported in Reports 15 and 16 and, if applicable, in Report
17.)

In the
table below, report race/ethnicity data for school-age students with
disabilities, enrolled in Charter Schools, BOCES, approved private schools,
Special Act School Districts, State-Operated, and State-Supported Schools, and
in out-of-State court placements and emergency interim placements as of December
1, 2005. The total reported in Line 7, Column F below must be the same as the
sum of numbers reported in Section B, Table 1, Lines 5, 6, 7 and 9 of this
PD-1/4 form. Furthermore, Line 1 below should equal Section B, Table 1, Line 6;
Line 2 below should equal Section B, Table 1, Line 5; Line 3 plus Line 6 below
should equal the number of students reported in Section B, Table 1, Line 7; Line
4 plus Line 5 below should equal the number of students reported in Section B,
Table 1, Line 9.